本课程根据外国学生学习汉语的特点，比较系统地介绍了汉语的主要语法，像词类、句子成分、单句、复句、篇章、表达方法，等等；着重指出了外国学习者学习汉语语法的难点和重点，并通过大量有针对性的练习，帮助学习者去掌握、运用，从而提高学习者的汉语水平。
According to the characteristics of the foreign student learning Chinese, this course systematically introduces the main grammar of Chinese, such as part of speech, sentence constituent, single sentence, complex sentence, discourse, expression method. This course emphatically points out the important and difficult points in the foreign student’s Chinese grammar learning, and through a large number of targeted trainings, the course helps learners to master and use, thus to improve Chinese level of the learner.

是非问句常见的有三种， （1）"陈述句+吗"是非问句 There are often three types of Yes or no question. (1) “Declarative sentence + ma” is a Yes or no question

陈述句句末带上疑问助词"吗"， 就变成了是非问句。 When the end of declarative sentence is followed by a question particle of “ma”, it is a Yes or no question.

我们来看一下例子：第①例 你去过北京，这是一个陈述句，那么加上"吗"以后 那么就变成了一个是非问句。
Let have a look at some examples. The first one, you have been to Beijing. This is a declarative sentence. When it is followed by a “ma”, it will be a Yes or no question.

第②例：汉语难学，这也是个陈述句，那么句尾加上"吗" The second one, Chinese is difficult to learn. This is also a declarative sentence. When it is followed by a “ma”,

"知道"是一个肯定形式，"不知道"是一个否定形式，那么它们放在一起 那么就变成了一个什么呢？正反问句。
“zhi dao” (know) is a positive form, and “bu zhi dao” (do not know) is a negative form. When they are put together, when will it be? That is positive and negative question.

所谓"正"一个是肯定，一个是否定的。 The so called “zheng fan” is positive and negative.

再看第②例：昨天下没下雨？ 那么"下"是个肯定的，"没下"是个否定的。 Let us turn to the second example: “zuo tian xia mei xia yu?” (Did it rain yesterday?) The “xia”(rain) is positive, and “mei xia”(no rain) is negative.

也就是所谓的肯定形式和否定形式，放在一起就变成了一个 正反问句。 The so-called positive form and negative form are put together and become a positive and negative question.

正反问句可以 根据构成成分的不同，进一步分为以下三类：（1) The positive and negative questions can be further divided into the following three categories according to the different components: (1)